Weaknesses in Pisa, a global protagonist in educational policies
Bibliographic Data
| ID | 5866228 |
|---|---|
| Authors | João Luiz Horta Neto (0000-0002-0577-3227, Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira) |
| Year | 2024 |
| Volume | 40 |
| Publication date | 2024-01-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Educar em Revista (JOURNAL) |
| Journal identifiers | ISSN: 0104-4060 • E-ISSN: 1984-0411 |
| Publisher | FapUNIFESP (SciELO) (PUBLISHER) |
| DOI | 10.1590/1984-0411.93646-t |
| OpenAlex | W4405095806 |
| Language | EN |
| References cited | 1 |
Based on documentary research and academic production, this essay discusses PISA and the cognitive tests results published by OECD. For this purpose, we will present and discuss the main structuring concepts of the three PISA tests until 2021, how they have varied over the years, and some of the weaknesses in results disclosure using proficiency scales as instruments used to explain the students' tests performance tasks. Its influence on educational policies worldwide is briefly discussed, often focusing on achieving the best performance among participating countries. The analysis points to some inconsistencies in the PISA data, hindering its use to extend the educational debate and improve educational policies
Pedagogy · Political science · Sociology · Strengths and weaknesses · Global Education and Multiculturalism · Global Educational Policies and Reforms · Higher Education Learning Practices · Psychology · Social Psychology
| Highly cited | No |
|---|